WRITING AS A PROCESS       
  R
EADING AS A PROCESS
IDEA GENERATION      DRAFTING            REVISING                     EDITING        PUBLISHING



























BEFORE READING                DURING READING                AFTER READING   
SURVEY THE TEXT TO
DISCOVER THE
FEATURES IT OFFERS
(pgs. 110-114)

LEARN TEXT
ORGANIZATION
(pg. 111-114)

THINK ABOUT WHAT YOU
ALREADY KNOW ABOUT THE
SUBJECT/ACTIVATE
PRIOR KNOWLEDGE
(pg. 110/114)

THINK ABOUT WHAT
YOU WOULD LIKE TO
LEARN  

PREVIEW YOUR
SELECTIONS
(pgs. 115-117/"THIEVES"
strategy on pg. 116)

ESTABLISH YOUR
PURPOSE(S) FOR
READING
(129-137)
THINK ABOUT WHAT YOU
HAVE READ.

EXAMPLES FOR DIFFERENT
GENRES:
NOVELS (REFLECT ON
MESSAGE/MEANINGFUL
CHARACTER/WRITE QUESTIONS TO ASK
PROFESSOR AND/OR CLASSMATES)

TEXTBOOK CHAPTERS (JOT
DOWN KEY POINTS, WRITE
A SUMMARY OF
IMPORTANT POINTS FROM
THE CHAPTER/WRITE
QUESTIONS TO ASK
PROFESSOR AND/OR
CLASSMATES)

REFLECTION


REFLECT
WRITING AS A PROCESS   
(Reminder: Not just a linear process)
READING AS A PROCESS
Parts of this menu are adapted from the chapter in our custom course textbook, "Get Ready to Read: Active Reading Strategies for Managing
College Texts" from Experience Reading, Book 1, by Liff, Stern, 2012.  The material below is provided just as a study tool; it does not feature
MLA style documentation of sources or appropriate integration of sources for essay writing.
FREEWRITING

LOOPING

LISTING

BRANCHING

CHATTING

CLUSTERING
OUTLINING

DRAFTING

COMMUNICATING
YOUR MESSAGE
WITH CONSIDERATION
OF GENRE,
AUDIENCE, PURPOSE,
AND TONE
READING AND REREADING
YOUR WORK

ADDING, REORGANIZING,
DELETING, AND
FINE-TUNING MATERIALS

SHARING YOUR WORK
WITH TEST READERS

COMMUNICATING YOUR
MESSAGE WITH
CONSIDERATION OF
GENRE, AUDIENCE,
PURPOSE, AND TONE
DURING READING  

THINK ABOUT WHAT YOU ARE
READING. (pg. 110)

VISUALIZE THE MATERIAL
(pg. 110)

ASK QUESTIONS ABOUT THE
CONTENT / ESTABLISHING
YOUR PURPOSE TO READ: TO
ANSWER THE QUESTIONS       
(pg. 110)
One form: Q & A Textbook
Strategy  

MONITOR PROGRESS AS YOU
GO - NOTICE WHEN
SOMETHING IS UNCLEAR OR
CONFUSING
-REREAD/QUESTION
UNTIL YOU UNDERSTAND IT
(pg. 110)

READ WITH PENCIL, PEN,
AND/OR HIGHLIGHTERS IN
HAND (pg. 110)

MARK UP TEXTBOOKS:
HIGHLIGHT OR UNDERLINE
KEY POINTS.
WRITE NOTES IN THE
MARGINS.
IDENTIFY KEY VOCABULARY
TERMS (pg. 110)

"TALK" WITH THE AUTHOR:
WRITING COMMENTS IN
RESPONSE.  (pg. 110)
One form: Dialectical Response
Strategies (graph use/margin
comments)

Annotation Strategies
(pgs. 138-142
)

ADJUST HOW QUICKLY YOU
READ, BASED ON THE
PURPOSE OR DIFFICULTY OF
THE ASSIGNMENT.